Instructor: Chandler McAlister

Lesson Title: Similes

Curriculum Area: Language Arts

Grade Level: 4th Grade

Date: February 8, 2016
Estimated Time: 1. 5 hours
(Probably have to do over two
days)

Standards Connection:
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings. [L.4.5]
Learning Objective:
The student will be able to identify and explain the meanings of similes and
metaphors in context with 80% accuracy.
Kid Friendly Objective:
I can find and explain the meaning of similes and metaphors in a story or poem
Evaluation of Learning Objective:
The student will read 10 sentences and determine if the sentence contains a simile
or a metaphor. The student is required to get 8/10 correct to be considered at a
mastery level. Any lower will require re-teaching.
Engagement:
Before we start, have students set up their foldable and label the two flaps, simile
and metaphor. Before we begin working on todays goal we are going to make a
foldable to take notes on. I need my jobs people to pass out a one sheet of paper
and a pair of scissors to each student. When you get your supplies, please wait for
my directions. Now that everyone has their paper I need you to fold your paper
once like a hamburger. If you dont know what that means please watch me do it
and then you do it. Now, fold it again like a hamburger. Open your paper up. You
should have four sections on your paper. Put your paper on your desk horizontally,
like I am holding it. Watch me do this before you do. I need all eyes on me. Cut
halfway up this line right here. Then fold your paper back like a hamburger. You
should have two little flaps. When you are done give me a thumbs up. Please put
your foldable to the side. We will begin using it a little later. I need everything
cleared off your desk besides your foldable and a pencil, please.
This week we are going to be working on building our writing skills. Today and
tomorrow we are going to learn about figurative language. Then on Wednesday,
Thursday, and Friday we are going to be writing our own poems using what we learn
today and tomorrow. To start today I want to do a fun, quick activity. I am going to

read you a couple of passages from the book Owl Moon. Im going to read the
passages two times and you are going to decide which passage you like better. To
do this I need everyone to close your eyes. I want you to try to picture the scene as
I read. Read the first page without figurative language and then again with
figurative language. Okay, boys and girls. Keep your eyes closed. If you liked
passage one better raise up one finger. If you liked passage two better raise up two
fingers. I am going to read one more page so keep your eyes closed and we are
going to do the same thing again. Follow the same procedure of without and with
figurative language. You can open your eyes now. I have noticed that most of you
liked the second passages more.
Design for Learning:
I.

Teaching:
Turn and talk to the person sitting next to you and tell them why you liked
passage two more. Give the students a couple of minutes to discuss. Walk
around the room to check for answers. Student B, would you mind sharing
with the class what your partner said? Thats right; passage two was more
interesting and used interesting words. When an author uses words that
help us make visual pictures we call that figurative language. Everyone
say that after me, figurative language. Today, boys and girls, we are
going to be learning about two different kinds of figurative language,
similes and metaphors. Raise your hand if you have heard those words
before. Good, then this should be a fun review for most of you! Point to
the objective on the board. Lets read this together on 3. Okay, 1, 2, 3: I
can find and explain the meaning of similes and metaphors in a story or
poem. So, this is what we are going to learn today.
Now we are going to use the foldable we made. First we are going to
discuss what a simile is. On the left flap of your foldable label the top
simile. I have put my example up here for you to see. Open that flap. A
simile is a comparison of two unlike things using the words like or as.
Lets write that in our notes. Teacher will write the definition in her
foldable on the projector. The students will copy. We are going to read a
few similes from this book. If you want to you can write down a couple of
these similes in your notes to remind you. Using the book Theres a Frog
in My Throat read 4-5 similes and explain their meanings. Okay, heres
the first one: Ive been working like a dog. Did the sentence use the
words like or as? Yes, it did. So, what is being compared in this simile?
Raise your hand. Yes, a human and a dog are being compared. Is the
human actually working like a dog? No, the human isnt working like a
dog. This simile just means that you are working very hard. Lets do
another. They fight like cats and dogs. Turn and talk to your partner
about what this simile actually means. When you have answers give me a

thumb up. Pull an equity stick. J, what does this simile mean? Yes, it
means that they have really serious fights. Allow the students to try a few
more depending on time. Which do you think is more fun for the reader to
read? Draw and equity stick. I agree, the figurative language is way more
fun. I think we understand similes. Lets move onto metaphors.
On the second flap of your foldable label the word, metaphor. I have it
written on mine if you dont know how to spell it. A metaphor compares
two unlike things more directly without using the words like or as. I am
going to give you a few examples to write down. She was a walking
dictionary. Now, is the girl actually a walking dictionary? No, she isnt.
What this means is that she full of knowledge like a dictionary. Instead of
saying, The girl is smart the author compared her to a dictionary to help
you really understand how smart she is. Here is another, He was a lion in
battle. Turn and talk to your partner about this one. Would anyone like to
share out? Good, yes he is not literally a lion, but it means he is fierce in
an argument. Good job, yall!
Before we move on I want to make sure that you know the different
between similes and metaphors. I am going to read examples of both and
you have to tell me if it is a simile or a metaphor. Give me a 1 for simile
and a 2 for metaphor.
Her footsteps were as quiet as a mouse. (Simile)
She was as busy as a bee. (Simile)
He has the heart of a lion. (Metaphor)
He was as happy as a pig in mud. (Simile)
My big brother is a couch potato. (Metaphor)
II.

Opportunity for Practice:

From what I can see, most of you understand the difference between
similes and metaphors. I am going to give you the opportunity to work
with a partner and write some of your own similes. I am going to give you
this worksheet. The worksheet has very basic sentences and it is your job
to turn them into similes. Before you begin I am going to give you an
example. There is one done for you at the top of the page but Im going to
give you another. Look up here. The sentence says, Sarah is tiny. Lets
turn this into a simile. Does anyone have an idea? What can we compare
Sarah to to show the readers how tiny she is? I like that, Sarah was a tiny
as a mouse. Does everyone understand? Jobs people, please pass this
out. I want you to get out your clock partners. Look at your sheet and
figure out who your 6 oclock partner is. This does not require you to talk
yet. Before you move listen to my instructions. I need you to bring your
pencil, foldable, and this worksheet. Lets try to keep the noise to a
minimum. I am going to give you about 15 minutes to work on this, so you

need to be finishing up around . Okay, you can move and find your 6
oclock partner. If you have a question please raise your hand.
After giving the students 10-15 minutes to work bring the students back
together. Allow each group to share their favorite that they wrote. Staying
where you are so that you are seated next to your partner I am going to
let you each share one example. If you dont want to share say pass. .
Wonderful, please turn in your sheet to the back table and return to your
seat silently. We have one more thing to do.
III.

Assessment:
You are going to work independently on this last task. I want to see what
you have learned today! On the worksheet there are 10 sentences. I want
you to read each sentence and write S if the sentence contains a simile
and M if the sentence contains a metaphor. After you identify if it is a
simile or a metaphor please write what the simile or metaphor means
underneath the sentence. I know that this instruction is not on your paper
so make sure you are listening closely. You must write the meaning of the
figurative language under each sentence. So, if the sentence says, Jack
was as big as an elephant I will need you to write S for simile and write
that the simile means that Jack is huge, or something like that. Jobs
people, please help me pass these out. This requires no talking. When you
are done please turn in your sheet to the back table. Good luck!

IV.

Closure:
Good job today, everyone. On Wednesday we are going to start working
on a poem. In your poem I will be expecting you to use similes and
metaphors, so please keep up with your notes we took today. Does
anyone have any final questions about similes or metaphors?

Differentiation Strategies:
P: He will take his assessment at the back table due to focus and motivation. The
teacher will sit with him while he takes the assessment.
If students are having trouble differentiating between similes and metaphors at the
end of teaching the teacher will work with the students at the small group table
during opportunity for practice.
The students that want an extra challenge will be allowed to work on a Simile and
Metaphor Self-Portrait.
Materials and Resources:

Owl Moon by Jane Yolen

Theres a Frog in My Throat by Loreen Leedy

Assessment Worksheet
Practice Worksheet
Paper for foldable
Pencils
Projector
Computer
Document Camera
Written Examples to give the class

Reflection:
This lesson went really well. The students had a decent amount of
background knowledge before the lesson. I spent a lot of time during the practice
time helping the students. The students were able to write similes much more easily
than they were able to write metaphors. At the end of the week we did an activity
where they used similes to write an opinion poem about a kind of food that they
really liked or a kind of food that they really disliked. Some students transferred
their learning well from this lesson to the activity and some struggled. Instead of
describing something figuratively in the simile they were being very literal. We went
back and talked about figurative and literal again and I was more directive of the
difference between those two words. I provided examples of similes and nonsimiles. That is something that I would go ahead and do during this lesson to see if
the learning would transfer more easily.